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Students are firstly introduced to this lesson by putting themselves in an extreme environment and consider their bodily responses. This is then followed by the introduction of the various conditions which need to maintained and the key components which maintain homeostasis. Students then get to consolidate this learning by exploring specific examples of how each condition is maintained in homeostasis. Exam questions further stretches the learners to solidify their understanding of the this subject further.

Master the Osmosis Required Practical with this comprehensive GCSE Biology Revision Pack—perfect for supporting low to mid-ability learners in preparing for exams. This resource is ideal for classroom lessons, revision sessions, or independent study, helping students to develop essential scientific skills and succeed in exams. Key Features: *** Step-by-Step Guidance**: Clearly outlines the method, equipment, and key variables in the osmosis practical. *** Data Analysis Tasks**: Encourages students to calculate percentage changes, interpret data, and understand the direction of osmosis. *** Misconception Identification**: Highlights common errors students make and offers strategies for accurate scientific analysis. *** Structured Exam Practice**: Includes differentiated exam-style questions with scaffolded prompts and sentence starters to develop confident, independent learners. *** Real-Life Applications**: Encourages students to connect practical learning to everyday examples, enhancing their scientific understanding. *** Visual Learning Support**: Engages students with graphs, diagrams, and clear visual aids to help simplify complex concepts. *** Plenary Reflection**: Exit ticket tasks encourage reflection and self-assessment, promoting deeper learning and retention.

This lesson is based on the inverse square law for Applied Science (Extended Certificate). It introduces the idea of attentuation which forms some of the basis for understanding the mathematics behind the equation for the inverse square law. It also includes main activities such as a demonstration in case practical equipment is not available to explore this concept, presenting results in a graph and calculations using the two equations required in for this lesson. Mark schemes for each activity as well as hints for calculations are also provided.

This resource is an introduction to electrolysis for a lower ability group. It firstly introduces students to some key terms in electrolysis and then what this process entails.

This lesson is the third lesson series of Unit 9 of the AQA specification. It introduces the topic by thinking about why why a marathon runner has to run a lot slower, and what would happen if they tried to run a marathon at sprint pace. Alternatively, students can complete a starter ‘Muscle contraction’ where they talk about why they are unable to stand on tiptoes for an extended period of time. This is followed by a recap of aerobic respiration. Students then support their understanding of anaerobic respiration by completing a written exercise, supported by textbook work and a video and a short practical. The idea of lactic acid and oxygen debt are then explored before describing using of anaerobic respiration in industry (e.g. food and beverage manufacturing). Lastly students have the option of completing as may of the three plenary activities. Exam questions are also available for extensions/ or homework. All mark schemes are also provided.

This third lesson in the B10 series begins with describing voluntary or involuntary actions OR the ‘Importance of reflex actions.’ The main part of the lesson allows students to carry out tests to record the causes and effects of the reflexes in the table, and suggest why they are important to the body. They then explore the reflex arc using a video introduction, label a diagram of the reflex arc and include descriptions/ annotations. The plenary ‘reflex key words’ gets students to match each part of the reflex arc with its definition. and then arrange the parts of the reflex arc so they are in the correct order. Homework for this lesson is of exam questions on the reflex arc and mark schemes for activities are included.

The lesson has an option of 2 starters to introduce students to the concept of the effect of interaction of forces on objects. This is then followed by the two types of forces, examples and when these forces occur. The main lesson is also divided into two sections. Firstly, students are introduced to the nature of forces (through Newton’s 3rd Law of Motion) using some examples of force pairs; thereby establishing that forces are vector quantities. This is then followed by students completing of an activity to consolidate these ideas (types of forces, nature of forces and force diagrams). There is also an option of two plenaries where students have an opportunity to demonstrate key concepts covered in this lesson.

This comprehensive lesson focuses on the Microscopy Practical, ideal for Year Key stage 4 students preparing for exams. It covers essential microscopy concepts such as how to use a light microscope, prepare slides, and calculate magnification. Through engaging activities, students will learn the method, equipment, and key variables involved in the practical. The lesson also includes exam-style questions that reinforce understanding of concepts like resolution, contrast, and magnification. Features: Step-by-step guide to preparing onion cells for viewing. Risk assessments and safety measures for practical work. Multiple tasks to improve understanding, including ordering methods, self-assessment, and identifying common mistakes. Practical exam questions to develop critical thinking and scientific analysis skills. Formula application exercises, helping students calculate magnification and understand its significance in scientific investigations. This resource provides all the necessary materials for an interactive and engaging lesson that will help students confidently approach their microscopy practical and excel in exams.

For this worksheet, students complete particle diagrams as a liquid is heated then cooled. Students also include a description of each diagram. There are two versions of this worksheet based on the ability of students. The mark scheme is also included.

Year 8 students can watch a series of videos to support their completion of the worksheet. As the teacher, you can give students the option to complete the gapfill or complete their own explanation of the use of electromagnets in the three devices once they have watched the video; (alternatively, students can use the AQA Activate 2 textbook to complete this task). An answer sheet is also provided.

Students explore the discovering of the atom by completing a literacy activity and extend themselves further by making comparisons of the Plum Pudding Models and the Atomic Model of the atom.

This lesson firstly introduces students to the various types of nutrients in food and then students are able to complete a research task on the molecules and atoms of nutrients, their monomers and functions. Students then move on to understanding in a little more detail the intricacies of food labels in order to explore how scientists are able to determine the information on these labels. The lessons finally ends with exploring the food tests for starch, simple sugars, lipids and proteins. As an assessment of progress in the lesson, students get to use results collected to determine the nutrient in the food sample.

Elements of this lesson include: Do now task to revise specialised cells in animals An overview of variety of cells in the leaf An introduction to the four specialised cells in plant A simple research activity for students (high and low ability) to identify the adaptations and explain the adaptations in 4 specilised cells. The plenary includes a choice of a kahoot quiz or exam questions based on this lesson (and previous lessons in this scheme of work)

The lesson contains many resources to choose from. Changes during exercise or Why exercise are two of the starters teachers could choose from to engage students in this lesson. This is then followed by students gaining an understanding of keywords such as breathing rate, heart rate and breath volume which are later used in describing the observable changes during increased exercise. This is followed by students carrying out an investigation into pulse rate before, during, and after exercise. This investigation is then consolidated by calculating percentage change between resting and exercising pulse rate readings, explaining results recorded and a multiple choice plenary and exam questions that may be set for homework or extension questions. Mark schemes are also available for all activities in the lesson.

As a starter, students complete group work to share ideas about the reactions that occur inside living organisms or they may discuss why alcohol consumption could lead to liver diseases. Following this, students gain an understanding of metabolism is and learn about the main reactions in the human body. This is further extended by group reactions as catabolic and anabolic. The main part of the lesson then allows for some creativity where in groups, students find out more details about the reactants and products of one assigned reaction either as an animation, storyboard and script or cartoon strip showing the reaction assigned to your group (pair). There is also two plenaries from which to choose. For homework, students firstly explore the roles of the liver in terms of , for example, eliminating the oxygen debt AND complete further reading and summarisation the link between the the popularised high protein diet and urea concentration in urine.

This lesson may be taught over two hours and include the following: a starter which allows students to discuss their existing knowledge about earthquakes and seismic waves. the operation of a seismometer a research task which further analyses the types of seismic waves followed by a Venn diagram task to compare seismic waves. a video further summarising what seismic waves teach us about the structure of layers of earth students then summarise their learning in the form of a mock BBC Science report. Homework further consolidates their understanding of the operation of a seismometer, interpreting seismographs and what seismic waves teach us about the structure of layers of earth

Students have an option to choose from two starters which involves either discussing the function of the brain and make a list of your thoughts OR discuss why we use brain scans having watched a video. The main part of the lesson gives students and opportunity to describe the structure and function of the brain. This is followed by the completion of a practical co-ordination task several times to see if they improve by learning. Results are then analysed by drawing a suitable graph or chart. Higher-tier students then complete an additional worksheet to investigate studies of the brain and new techniques for imaging the brain. Student can also complete a variety of plenaries to consolidate their learning. Mark schemes for all activities are also included with this resources.

This lesson may be used over the course of two lessons. Students are firstly introduced to the concept of aerobic respiration by exploring why athletes consume specially designed products during competitions. This is then followed by students completing a fact finding activity to establish key rudimentary ideas about aerobic respiration. Lastly, students get an opportunity to develop their skills in the scientific method by planning an experiment to prove that living organisms carry out respiration as a prerequisite to a practical lesson (the second lesson). students also explore the uses of the energy generated in (aerobic) as part of the requirement for this scheme of work. All mark schemes are available for the activities included in this series of lessons.

This worksheet may be used as a prerequisite to completing a practical investigating the effect of light intensity on the rate of photosynthesis. Students order the steps in investigating how light intensity affects the rate of photosynthesis and also complete an extension by highlighting the three types of variables. A mark scheme is also available.

This is a worksheet which may be set as homework before students complete a practical on how light intensity affects the rate of photosynthesis. Alternatively students may use this resource as a prerequisite to a 6 mark question on this concept. Students are given a set of bullet points and are required to complete a table by the placing the bullet points in the correct part of the table (e.g. name of variable, Specific example of variable in rate of photosynthesis experiment and apparatus used to measure the variable). The answer sheet is also included.